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http://thepatriotstrumpet.com/2011/08/31/governor-perry-ii-teach-texas-school-children-islam%E2%80%94not-christianity/

GOVERNOR PERRY II: TEACH TEXAS SCHOOL CHILDREN ISLAM—NOT CHRISTIANITY
Posted on August 31, 2011 by Richard Johnson
You learned, August 30, here we have the San Antonio Independent School Web presentation on pdf and Power Point.The indispensable Pamela Geller posted the entire curriculum (Muslim Histories and Culture Project) yesterday at Atlas shrugs.

She wrote, “I was moved by the Texas parents who wrote to thank me for exposing this dangerous whitewash. Imagine an in-depth study of Islamic history void of the jihadi wars, land appropriations, cultural annihilations, gender apartheid, enslavements, ethnic cleansing and misogyny. I urge rational and reasoned thinkers to study the curriculum for themselves. The Perry posse would prefer you did not. I ask that you do. Here is the evidence.

“The religion that the Prophet Muhammad preached provided his followers an ethical and moral vision for leading a life of righteousness.” Perry/Khan curriculum.

In one of my first posts on the controversial Aga Khan/Perry school curriculum on Islam for Texas public schools, I published the links (URLs) to the Muslim Histories and Cultures Program (MHC). The MHC page said proudly: “In April 2004, the Aga Khan Foundation (AKF) and UT-Austin finalized a grant proposal that created the partnership that became known as the Muslim Histories and Cultures Program (MHC)…. Governor Perry was instrumental in getting this program off the ground.”

Soon after I posted about it, the links went dead. It was curious that the multiple pages of all nine lessons plus adjunct powerpoints and lesson plans were all taken offline. Subsequently, I found the Google cached pages and posted those links of the curriculum material. Now those links have also been removed. The cache is gone. Why are they hiding this?

Before everything disappears, I am posting the text and the screenshots of all nine lessons of this proselytizing whitewash of Islam. We are handicapping our children by whitewashing the jihadic doctrine and the threat it presents to the West. This is the actual curriculum, not any one single teacher’s lesson plan (which is what other misinformed blogs are using, claiming it is the actual official curriculum, in an attempt to exonerate Perry of this dastardly action).

Further, why is this even being taught in the public schools? There is no intense, extensive Jewish curriculum or Hindu curriculum or Christian curriculum. Further, these religions are not slaughtering Americans and non-believers in the hundreds of thousands, so why color it pretty?

Rick Perry’s partner in this Islamic education program is the Aga Khan. The Aga Khan Development Network signed three agreements with the Syrian Government, and “between 2003 and 2008,” the Aga Khan’s group “spent $40 million to develop business in Syria.” Syria has been listed by the State Department as among the State Sponsors of Terrorism since December 29, 1979, and for years has allowed the jihad terror groups Hamas and Hezbollah to operate with impunity out of Damascus.

Another Aga Khan organization, the Aga Khan Fund for Economic Development, is one of the owners of the Bank al-Habib in Pakistan. In 2007, Daniel Pearl’s widow Mariane sued that bank, charging that it had funded al-Qaeda and was involved in killing Daniel Pearl. Those charges have never been answered.

SPIEGEL Interview with Aga Khan: Spiegel: So, what are the root causes of terrorism?

Aga Khan: Unsolved political conflicts, frustration and, above all, ignorance. Nothing that was born out of a theological conflict.

http://www.spiegel.de/international/spiegel/0,1518,442180,00.html

SPIEGEL: That means the West should deal with the radical Islamist Hamas as well?

Aga Khan: You have to work with whoever the population has elected as long as they are willing to respect what I call cosmopolitan ethics.

Aga Khan Senior: How the Eton-educated wartime Aga Khan offered ’30,000 armed Arabs’ to help Hitler – but still evaded treason trial

I was moved by the Texas parents who wrote to thank me for exposing this dangerous whitewash. Imagine an in-depth study of Islamic history void of the jihadi wars, land appropriations, cultural annihilations, gender apartheid, enslavements, ethnic cleansing and misogyny. I urge rational and reasoned thinkers to study the curriculum for themselves. The Perry posse would prefer you did not. I ask that you do. Here is the evidence.

Muslim Histories and Culture Project

What is the Muslim Histories and Culture Project (MHCP)?

The Muslim Histories and Cultures Project was born out of discussions between His Highness The Aga Khan and Texas Governor Rick Perry during the Summer 2002, when The Aga Khan was in Houston for the dedication of a new Ismaili Center. Both His Highness and Governor Perry agreed on the need for Texans to have a greater understanding of Islamic culture, and subsequently brought UT-Austin President Larry Faulkner into the discussions. Located in the state capital, Faulkner’s campus is well positioned to accomplish these goals. A series of meetings followed, with the project ultimately finding a home in UT-Austin’s College of Liberal Arts, under the guidance of Dean Richard W. Lariviere, in association with UT Liberal Arts (UT-LA), the college’s teacher preparation program.

In April 2004, the Aga Khan Foundation (AKF) and UT-Austin finalized a grant proposal that created the partnership that became known as the Muslim Histories and Cultures Program (MHC). Much has happened since the inception of the partnership. Creation and implementation of a model was of prime importance. MHC recruited and directly trained 80 teachers affecting approximately 15,150 students of World History and World Geography in ten key Texas districts during the two sessions conducted in 2005 and 2006. The purpose is two-fold 1) to fulfill Governor Rick Perry’s desire to better educate Texasteachers on Muslim topics and 2) to train teachers to use a cultural lens approach to understanding other cultures. Governor Perry was instrumental in getting this program off the ground.

Here are some of the elements of the program that show it to be a whitewash of Islam:

Session One

The main reading is from Carl Ernst’s Following Muhammad, the first three chapters. This book whitewashes Muhammad, saying that he “was, by all accounts, a charismatic person known for his integrity” (p. 85). Muhammad’s exhortations to make war against unbelievers, his multiple marriages and child marriage, and other negative aspects of his biography are explained away or ignored entirely.

The curriculum directs participants to “consider Carl Ernst’s statement, ‘It is safe to say that no religion has such a negative image in Western eyes as Islam.’” Then it asks them: “Why is this so? How have political and economic relationships between the Middle East and Western Europe and the United States impacted perceptions of Islam, in the past and the present? How have they impacted perceptions of the ‘West’ among Muslims?” Note that participants are guided to see the “negative image” of Islam as the result of “political and economic relationships between the Middle East and Western Europe and the United States.” No hint is given of the possibility that Islam might have a “negative image” in the West because of jihad conquests, institutionalized oppression of women and non-Muslims, and the like.

The curriculum quotes Edward Said, who ascribed all critical discussion of Islamic jihad and Islamic supremacism to racism and neo-colonialism, as warning that one should speak of “Islams rather than Islam,” and warns that in dealing with Islam “one has entered an astoundingly complicated world.” This invocation of Islam’s complexity is frequently used to discourage those who point to the Qur’an’s violent passages and Muhammad’s exhortations to warfare as evidence of Islam’s bellicose intentions. Yet Islamic jihadists routinely refer to this material with no hesitation based on Islam’s “complexity.”

Session Two

Readings for the session entitled “Muhammad through History” include Celebrating Muhammad: Images of the Prophet in Popular Muslim Poetry and The Miraculous Journey of Mahomet. It notes, correctly, that “for millions of Muslims around the world, the Prophet Muhammad has become the paradigm, or role model, who is worthy of being emulated.” However, there is no hint whatsoever of how Muhammad, as a model to be emulated, has inspired jihad warriors and terrorists.

The common Islamic apologetic claim that Islam inspired all the greatest achievements of Western Judeo-Christian civilization appears in the assertion that “there is strong evidence to suggest that Muslim poetic accounts of the mi’raj, reaching Europe through the Arab courts in medieval Spain, inspired the Italian writer Dante to compose his famous work, The Divine Comedy.” No mention is made of how Dante placed Muhammad in hell as a false prophet.

Session Three

This session on the Qur’an makes no mention whatsoever of the elements of the Qur’an that exhort Muslims to hate unbelievers and make war against them (98:6; 48:29; 47:4; 2:191; 4:89; 9:5; 9:29: 9:123; etc.) The text used is Michael Sells’s Approaching the Qur’an: The Early Revelations, which doesn’t even include the sections of the Qur’an that most directly and emphatically call for violence against non-Muslims.

The curriculum makes sure to point out that “believers point to this very perfection of the text as the proof of the prophethood of Muhammad,” and that “for many, the notion that the Qur’an is inimitable, that is, no human could possibly have produced anything so perfect, proves that it had to be God who revealed this message to Muhammad.” But it makes no mention of the text’s designation of non-believers as “the most vile of created beings” (98:6), the warlike passages noted above; its call to beat disobedient women (4:34) and the like.

Session Four

This second session on the Qur’an tells participants to “discuss the role of the Qur’an in providing direction for an ethical life.” Here again, no mention is made of the ways in which Islamic jihadists use the Qur’an’s teachings to justify violence against and the subjugation of unbelievers.

The curriculum lists eight central themes of the Qur’an. Although there are well over 100 Qur’an verses exhorting believers to jihad warfare, jihad does not make the list.

Session Five

This session on the Sunni/Shi’ite split and other sects in Islam fails to mention one salient point: Islamic law calls for the execution of heretics and apostates; this law has been the foundation for an extraordinary amount of bloodshed between adherents of various Muslim sects throughout history and today.

Session Six

This session dismisses as a “misconception” the idea that “Islam forbids music and representational art.” It does not explain why so many Muslims, including the Taliban who destroyed the Bamiyan Buddhas, came to hold this “misconception.”

Session Seven

Participants are asked, “What conditions in Baghdad encouraged such a vast array of discoveries and inventions?” But the readings give no hint of the fact that Jews and Christians in Baghdad actually accounted for the great majority of these inventions. See here for a full explanation.

Participants are also asked: “Why was there such an abundance of inventions and discoveries attributed to Muslims in Medieval times but not today?” This question guides students toward a discussion of the trumped-up and manipulative modern concept of “Islamophobia.”

The curriculum states: “The religion that the Prophet Muhammad preached provided his followers an ethical and moral vision for leading a life of righteousness.” Again, no mention is made of Muhammad’s exhortations to hate and violence, his child marriage (which many Muslims consider exemplary behavior and imitate it), and the like.

The curriculum states: “Jews, Christians and Zoroastrians, who were subjects of new Arab rulers, could maintain their religious practices provided they paid jizya, a tax in tribute in lieu of military service.” It gives no hint of the institutionalized discrimination and humiliation that this dhimmi status involved.

The curriculum quotes Maria Rosa Menocal, the modern scholar most responsible for the myth of a tolerant, pluralistic Muslim Spain. It also discusses this tolerant Muslim Spain as a fact. In reality, however, Jews and Christians had a humiliating second-class status in Muslim Spain. When one Muslim ruler appointed a Jew as a local governor in Granada in 1066, the Muslims rioted and murdered four thousand Jews. The curriculum doesn’t mention any of that.

Session Eight

The readings for this session again include Carl Ernst’s Following Muhammad, as well as John Esposito’s The Straight Path. Both are highly apologetic, one-sided works that give the reader little idea why Muslims would wage jihad or commit violence in the name of Islam. No works of other perspectives are included.

The curriculum blames the restriction of rights of Muslim women on European colonialism, ignoring the many Islamic texts and teachings that restrict women’s rights.

Session Nine

The participants are again directed to read Carl Ernst and John Esposito, as well as another modern-day non-Muslim Islamic apologist, Charles Kurzman. No works of differing perspectives are presented